Growing Independence and Fluency
Rationale:
In
order for students to become fluent readers, they must learn to
recognize words
effortlessly. The purpose of this lesson is to teach students to
read
faster and more fluently by providing practice with pseudo words,
reading, and
rereading books.
Materials:
-Chalk
-Chalk Board
-Kite Day at
-Check list for
Assessment (time for one minute read, how many words correct, and what
are they
struggling with)
Procedure:
A.)
"Today we are all going to
read like the wind! That means we are going to read fast and
smooth! We are on our way to becoming fluent readers! But
how? To become a fluent reader we
must learn
how to decode and blend words. Remember, fluent
readers do
not know every word they are going to read."
B.)
"Let's review what happens when we come to a word we
do not know. Who can tell me the first step? Good, start
with the
vowel sound, add the beginning sound to it, and then the end.
What else
can we do? Good, we can read the rest of the sentence to see if
the word
makes sense."
C.)
"I am going to read a sentence to you two ways. (Kat
wishes she had a sister.) I am going to say it slowly this time.
Kaaat
wiiishes sheee haaad aaa siiisster. Now, I am going to read it
fast and
fluent. Kat wishes she had a sister. Which way did you like
my
reading? Slow or fast? I think fast sounds so much better! Which
one
sounded like I was reading like the wind?"
D.)
"Now, I want you and your partner, to read this
sentence on the board to each other as many times as you can until I
say stop.
After a couple of times you should all be fluent readers with this
sentence!” (Kat played hide and seek all alone). When students
finish, we
will read it all together. "
E.)
"I am going to read a book, and I want you to pay
very close attention and follow along in your book, because when I
finish you
are going to read it too! Who has seen a kite flying in the
air?
Has anyone ever flown a kite themselves? In this book, it is kite
day at
F.)
Have student's pair up with a partner, and find a
place on the floor to read to each other. Remind them to read like the
wind! "When you are finished reading this book twice to your
partner
and your partner reads to you twice, you may choose another book from
our class
library to practice reading fluently. Remember, if there are more
than
two words on a page that you don’t know, you might need to choose
another book.
Partners you will help decide if they need to choose another
book."
Allow time for students to accomplish these goals.
Assessment: Have each
student come to
teacher's desk and have him or her read for one minute from the book
out
loud. Have a checklist to record their smoothness, speed, and
fluency.
Checklist will consist of: How many words in a minute--one minute read,
How
many words correct (accuracy), Words they are struggling with.
Resources:
http://www.auburn.edu/rdggenie/guides/thomasgf.html